What question would best promote emergent numeracy development in a 2-year-old playing with blocks?

The choice of asking if the child can count after the adult promotes emergent numeracy development effectively because it encourages active participation in counting, which is a foundational mathematical skill. By inviting the child to count aloud in a structured context, the adult not only models the act of counting but also helps the child to understand the concept that numbers correspond to quantities. This form of interaction fosters both linguistic skills and numerical understanding as the child learns to associate the spoken numbers with the physical blocks being handled.

Engaging in counting related to a tangible activity not only makes the learning process enjoyable but also reinforces the child's cognitive connection to numbers through repetition and association with real objects. This hands-on experience is essential for young children, as they often learn best when they can touch and manipulate materials while also verbalizing the process.

In contrast, the other options may not effectively stimulate numeracy development directly. Asking if the child wants to play focuses more on initiating engagement rather than fostering a numerical concept. Inquiring about how many blocks are visible may not elicit a response or demystify the number concept effectively for a 2-year-old, who is likely still grasping the basics of quantity. Asking about the color of the blocks, while introducing language related to colors, does